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This paper describes the novel approach taken in a collaborative research project that aimed to investigate new ways of understanding the customer, for Derby‐based fibre manufacturer, Tencel Limited. The overall aim of the research described in this paper, was to help identify and establish a significant retail programme with a major UK store group for Tencel limited.

In an iterative process, the target customer for the focus groups was identified, the main aims of the process were discussed, the test garments were identified and the empathic design tools were adapted. The team developed a programme of activities that would capture customer focused information on these critical issues.

Using the Grove techniques helped to make the project transparent and inclusive, and enabled the whole team to be involved in the decision‐making process. Using these techniques have provided Tencel with a non‐scientific way of understanding how their end customer perceives their fibre, providing unequivocal evidence of the customer true feelings recorded as “raw” video based evidence.

The Tencel/IF project has also led to a number of additional advantages for the company, such as the development of new relationships within the supply chain, the development of new relationships within Tencel and the enhancement of multi‐disciplinary team working and concurrent engineering.

This paper has presented the novel approach that the combined Tencel/IF team took to develop a better understanding of the end customer and illustrates how techniques which were developed for one industry can be successfully adapted and applied to a quite different industry with excellent results.

Purpose – The purpose of this chapter is to demonstrate “walking alongside” in the three-dimensional space of narrative inquiry, as explored through the field texts of two teacher educators, one mentoring the other through layered stories of “place.”

Approach – The authors use several interpretive tools to explore the question, “What sustains us as teacher educators?” The dialogue deepens as the authors make their professional knowledge landscapes more visible, bringing sacred stories, stories of gender, stories of hierarchy, stories of power, and stories of race forward, exploring how these stories are held in tension with one another. The authors ponder the questions: what happens when the small stories’ educators living in “place” become so far removed from authorized meta-narratives also underway in “place”? And, how can we remain wakeful to the numerous story constellations of others that revolve around us?

Findings – The analytical spaces described by the researchers helped them to realize and share with others that researchers may more fully respect the vulnerability our research participants feel that comes along with their own restorying. Vulnerability brought forward a common bond found in the experiences of “place” in the field texts. Narrative inquirers who write field texts, then restory their own narratives of place, add to the empirical dimensions of narrative inquiry and its attentiveness to lived experience.

Research implications – This demonstration, through its examples of the three-dimensional space of narrative inquiry, shows how interpretation emanates from the various cracks, corners, and even the air within this important analytical space. Narrative researchers may continue to unpack this space in their work. Narrative inquirers are also reminded that place is storied and that human beings are narratively anchored in place, an important consideration for relational research ethics.

Value – Readers can interact with the tools used by narrative inquirers, in this case, “tracing” and “burrowing and broadening.” Narrative inquirers may also recognize vulnerability as an effect of interpreting within the three-dimensional inquiry space, and understand the necessity of vulnerability as a part of thinking narratively.

Biblio‐Techniques, which was incorporated in 1980, developed a product based on IBM hardware, a commercial database management system, and the Washington (Western) Library Network software. The company's product was innovative and promising but complex and incomplete, and required further development. The company tried to bootstrap that development through up‐front fees from customers who believed in the product. However, the lack of coherent management doomed the effort to failure. This article presents a candid discussion of the rise and fall of Biblio‐Techniques, and details the remarkable relationship between it and its customers. The article is accompanied by four sidebars, two of which are contributed by former customers of Biblio‐Techniques.

The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.

Kinship structures in Ambridge have been analysed using social network analysis (SNA) showing a network of a ‘small world’ type with 75 individual people linked by birth or marriage. Further, the network shows four major cliques: the first two centred on Aldridge and Archer matriarchies and the second where through the marriages of the third generation the Grundies, Carters, Bellamies and Snells connect together. The chapter considers the possible futures for kinship networks in the village, arguing either a version of the status quo or The Headlam Hypothesis through which Archers assume less importance and the strength of the weak ties in the network assume more prominence.

The review of food consumption elsewhere in this issue shows the broad pattern of food supplies in this country; what and how much we eat. Dietary habits are different to what they were before the last War, but there have been few real changes since the end of that War. Because of supplies and prices, shifts within commodity groups have occurred, e.g. carcase meat, bread, milk, but overall, the range of foods commonly eaten has remained stable. The rise of “convenience foods” in the twenty‐five year since the War is seen as a change in household needs and the increasing employment of women in industry and commerce, rather than a change in foods eaten or in consumer preference. Supplies available for consumption have remained fairly steady throughout the period, but if the main food sources, energy and nutrient content of the diet have not changed, changes in detail have begun to appear and the broad pattern of food is not quite so markedly stable as of yore.

In this chapter, the authors explore the state of our field in terms of ways to present qualitative findings. The authors analyze all articles based on qualitative research methods published in the Academy of Management Journal from 2010 to 2017 and supplement this by informally surveying colleagues about their “favorite” qualitative authors. As a result, the authors identify five ways of presenting qualitative findings in research articles. The authors suggest that each approach has advantages as well as limitations, and that the type of data and theorizing is an important consideration in determining the most appropriate approach for the presentation of findings. The authors hope that by identifying these approaches, they enrich the way authors, reviewers, and editors approach the presentation of qualitative findings.

Scant attention has been paid to the influence of professors on science, technology, engineering, and mathematics (STEM) students' learning and lives at the tertiary level. To fill this void, this chapter examines the influence of professors on students' entering and remaining in the STEM disciplines and pursuing STEM careers within the context of six funded STEM grants in the southern United States. We examine professor–student interactions using the students' storied experiences as the fodder for our narrative inquiry. We present narrative exemplars from which the following themes emerged: (1) agency as a student and agency as a human being, (2) development of students' multilayered identities, and (3) professors' engagement of themselves in their interactions with students. A discussion of learner-centeredness and professors' professional development in higher education concludes this study of professors' influence on students' learning and intended careers.